This volume addresses innovations in language teacher education, offering a diversity of personal/psychological perspectives and topics in the theory and/or practice in language teacher education. The text deals with innovations in teaching for learning, teacher autonomy, dynamic self-reflection, peace education, professionalism, action research, socio-emotional intelligence, embodiment, professional development, NeuroELT, and more. Organized in three sections, the chapters inspire readers to reflect upon what it means to grow as a teacher as they navigate the intra- to inter-personal continuum. The editors draw the main themes together and discuss them in light of an innovations framework developed by Rogers (including relative advantage, compatibility, complexity, trialability and observability) in order to express, in concrete terms, the ways in which each idea can be considered innovative.   Throughout the anthology, the reader will find specific, novel ways in which to work towards good practice in language teacher education.

“This anthology is a timely source for innovative practices of language-teacher education, dovetailing them with work based upon Complex Dynamic System Theory (CDST) and Positive Psychology (PosPsy). ... a more holistic view of the professional development and the well-being of language teachers is adopted throughout. ... As it caters to different scholarly and practical needs, the volume is recommended to a readership that will include FL/SL researchers, language-teacher educators, and both pre-service and in-service teachers.” (Chengchen Li, Journal of Multilingual and Multicultural Development, April, 2018)